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General school information

Division: Rockbridge County Public Schools
Address: 2893 Collierstown Road Lexington, VA 24450
Superintendent: Dr. Phillip J. Thompson
Region: 5
Division Website (opens new window)
Schools in this Division (opens new window)

Map results may not reflect school division or attendance zone boundaries.

Performance Snapshot

Accountability

Accountability

Assessments

Assessments

Enrollment

Enrollment

College & Career Readiness

College & Career Readiness

Finance

School Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality


Accountability

Accreditation Status

Accreditation ratings are based on the achievement of students on statewide tests taken during the previous academic year, or on achievement during the three most recent academic years. In determining the accreditation rating of a school, adjustments are made to reward schools for the successful remediation of previously failing students. Allowances also are made for certain transfer students and certain English language learners. The benchmark adjusted pass rates for a school to be rated as Fully Accredited are as follows:

  • English 75 percent
  • Mathematics 70 percent
  • Science 70 percent
  • History/Social Science 70 percent

Ratings for high schools also reflect the success of efforts to increase completion and graduation. To be rated as Fully Accredited, a high school must have a Graduation and Completion Index of at least 85 percent. The Graduation and Completion Index awards full credit for students who earn diplomas, and partial credit for high school equivalencies.

In addition, effective with the 2016-2017 school year, schools that meet all requirements for full accreditation for three consecutive years are automatically rated as Fully Accredited for a fourth year.

Total Number of Schools6
Fully Accredited5
Partially Accredited: Warned School-Pass Rate1

Federal Graduation Indicator

Federal Graduation Indicator: All Students

For federal accountability purposes, Virginia reports a graduation rate known as the Federal Graduation Indicator, which unlike the Virginia On-Time Graduation Rate, does not adjust high school cohorts to account for students’ English language learner or disability status, and only includes Standard Diplomas and Advanced Studies Diplomas in the numerator.

Like the Virginia On-Time Graduation Rate, the Federal Graduation Indicator is an adjusted cohort graduation rate based on cohorts of students who enter ninth grade for the first time; it is adjusted for students who transfer in or transfer out of a high school, school division, or the commonwealth.

Federal Graduation Indicator
Student SubgroupType2014-20152015-20162016-2017
All StudentsDivision798789
 Virginia858687
FemaleDivision839390
 Virginia898990
MaleDivision758188
 Virginia828384
American IndianDivision100100
 Virginia848481
AsianDivision100100100
 Virginia909293
BlackDivision8591100
 Virginia797981
HispanicDivision10010091
 Virginia767675
Native HawaiianDivision100
 Virginia899292
WhiteDivision778589
 Virginia899091
Two or more racesDivision10010083
 Virginia888989
Students with DisabilitiesDivision352958
 Virginia535354
Economically DisadvantagedDivision677985
 Virginia757578
English LearnersDivision100100
 Virginia676762
Gap Group 2Division8591100
 Virginia797981
Gap Group 3Division10010091
 Virginia767675
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Assessments

Student Achievement by Proficiency Level

Reading

Reading Performance: All Students

Virginia students are assessed annually in reading in grades 3-8 and once in high school with an end-of-course reading test. Use the drop down menu above the chart to view the results for a specific reading test. Use the menu below the chart to select assessment results for a specific group of students.

Virginia’s English Standards of Learning prepare students to participate in society as literate citizens, equipped with the ability to communicate effectively in their communities, in the workplace, and in postsecondary education. As students progress, they become active and involved listeners and develop a full command of the English language, evidenced by their use of standard English and their growing spoken and written vocabularies.

Recently retired SOL tests representative of the content and skills included in current SOL tests are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.

Overall Student Performance: Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students147763231378642216766124
Female158064201380672016806320
Male137562251375622515735827
American Indian<<<<<<<<<100<0
Asian<<<<27100730<<<<
Black477722356863329726328
Hispanic26260381361483912574543
White157863221378652216776123
Two or more races67569251081711912695731
Students with Disabilities931226973426667362964
Economically Disadvantaged8706230969603111675533
English Learners-434357542375810524148
Grade 3 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students177963211170593020745426
Female16796321870623020785822
Male188062201369563121715029
Asian<100<0<<<<
Black<<<<<100<0<<<<
Hispanic<<<<18361864<<<<
White188063201170603022795721
Two or more races<100<0<<<<<<<<
Students with Disabilities154126591140296015543946
Economically Disadvantaged10776723859524119634537
English Learners<<<<<<<<<<<<
Grade 4 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students167458261683661720765624
Female167559251885671520795921
Male167458261580652020745326
American Indian<100<0<100<0
Black<<<<<<<<<100<0
Hispanic<<<<<<<<14645036
White177659241783661720765624
Two or more races<<<<<<<<<<<<
Students with Disabilities14352265852444812473553
Economically Disadvantaged96657341482681813715829
English Learners<<<<<<<<<<<<
Grade 5 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students218160191879612124886412
Female23846116157963212492678
Male197959212080602025856115
Black<<<<<<<<<<<<
Hispanic<100<0<<<<<<<<
White238258181981611925886312
Two or more races<<<<<<<<<100<0
Students with Disabilities12382762944355615705630
Economically Disadvantaged137664241472582814877313
Grade 6 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students106959311371582910726228
Female127159291476622412736227
Male8675933136855329716229
Asian<100<0<100<0
Black<<<<<<<<<<<<
Hispanic<<<<<<<<<<<<
White107059301473592711736327
Two or more races<<<<<<<<<<<<
Students with Disabilities92718731013387-313169
Economically Disadvantaged562573896354376605440
English Learners<<<<<<<<
Grade 7 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students137966211373602713695731
Female178063201478652216776023
Male87769231268573210635437
Black<<<<<<<<<<<<
Hispanic<100<0<<<<<<<<
White137864221374622614715829
Two or more races<100<0<<<<<<<<
Students with Disabilities4242076-141486-151585
Economically Disadvantaged670653056662347565044
English Learners<100<0<<<<<<<<
Grade 8 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students107363271073632710594841
Female13816819974652612594741
Male6655935117362279585042
Asian<100<0<100<0
Black<100<0<100<0<<<<
Hispanic-363664<<<<<<<<
White117463261073632710605040
Two or more races<<<<<<<<<<<<
Students with Disabilities4139874302670-2298
Economically Disadvantaged765593536158399494051
English Learners<<<<<<<<<100<0
EOC English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students1284721612958451197863
Female1284721613968341298862
Male128371171094846996874
Asian<100<0<100<0<100<0
Black-909010<100<0<100<0
Hispanic10807020<<<<<<<<
White1384711610958551198872
Two or more races10807020<100<0<100<0
Students with Disabilities43833639645536<<<<
Economically Disadvantaged5736827888811212100880
English Learners<<<<<<<<<<<<
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Writing

Writing Performance: All Students

Virginia public school students assessed in writing in grade 8 and once in high school with an end-of-course writing test. Prior to 2014, students also took a writing test in grade 5. Use the drop down menu above the chart to select a specific writing test. Use the menu below the chart to select assessment results for a specific group of students.

Virginia’s English Standards of Learning prepare students to participate in society as literate citizens, equipped with the ability to communicate effectively in their communities, in the workplace, and in postsecondary education. As students progress, they become active and involved listeners and develop a full command of the English language, evidenced by their use of standard English and their growing spoken and written vocabularies.

Recently retired SOL tests representative of the content and skills included in current SOL tests are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.

Overall Student Performance: Writing Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students287952212277552329774823
Female318352172783561735814519
Male247552251670533022735127
Asian<100<0<100<0<100<0
Black22785622-70703029795021
Hispanic20604040<<<<<<<<
White288052202276542429784822
Two or more races318554153110069020907010
Students with Disabilities224227632926713232078
Economically Disadvantaged186951311066573411584842
English Learners<<<<<<<<<<<<
Grade 8 Writing Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students267954211365523513594641
Female298455161973542722624038
Male2174532665549455565144
Asian<100<0<100<0
Black<<<<<100<0<<<<
Hispanic9453655<<<<<<<<
White278154191463503713604740
Two or more races<<<<<100<0<<<<
Students with Disabilities611689-212179-171783
Economically Disadvantaged17715329105849426474153
English Learners<<<<<<<<<<<<
EOC Writing Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students29795021318857124494516
Female3382501834915894595505
Male25765124278457164294526
Asian<100<0<100<0<100<0
Black18735527<<<<<100<0
Hispanic<<<<<<<<<<<<
White28795121308959114695495
Two or more races40905010<100<0<100<0
Students with Disabilities-3535657433657<<<<
Economically Disadvantaged18674933977682321856515
English Learners<<<<<<<<
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Math

Math Performance: All Students

Virginia public school students assessed in mathematics in grades 3-8 and at the end of the following secondary mathematics courses: Algebra I, Geometry, and Algebra II. Use the drop down menu above the chart to select a specific mathematics test. Use the menu below the chart to select assessment results for a specific group of students.

The content of the Standards of Learning for mathematics supports the following five goals for students: becoming mathematical problem solvers, communicating mathematically, reasoning mathematically, making mathematical connections, and using mathematical representations to model and interpret practical situations.

Throughout a student’s mathematics schooling from kindergarten through grade eight, specific content strands or topics are included. These content strands are Number and Number Sense; Computation and Estimation; Measurement; Geometry; Probability and Statistics; and Patterns, Functions, and Algebra. The Standards of Learning for each strand progress in complexity at each grade level and throughout the high school courses.

Recently retired SOL tests representative of the content and skills included in current SOL tests are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.

Overall Student Performance: Math Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students188163191985651517796221
Female198363171987681318836517
Male178063202082621817765924
American Indian<<<<<<<<<100<0
Asian449450667100330<100<0
Black2807920118877128817319
Hispanic974652687970219625338
Native Hawaiian<100<0<100<0
White198262182085651518806120
Two or more races1578632368478166817519
Students with Disabilities640346074234588403360
Economically Disadvantaged117463261277652311716029
English Learners10706030781741911716029
Grade 3 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students158066201379662117826518
Female14766124879712120866614
Male158570151779632115786422
Asian<100<0<100<0
Black<<<<<100<0<<<<
Hispanic<<<<9827318<<<<
White168166191378652219856615
Two or more races<<<<<<<<<<<<
Students with Disabilities155237481144335610493951
Economically Disadvantaged11736227773662715756025
English Learners<<<<<<<<<<<<
Grade 4 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students21856315349560523886512
Female18846616349662419907110
Male23856215349359727876013
American Indian<100<0<100<0
Black<<<<<100<0<100<0
Hispanic<<<<<<<<17100830
White23866314349561523876413
Two or more races<<<<<100<0<<<<
Students with Disabilities11463554868603212534147
Economically Disadvantaged15766024299364715846916
English Learners<<<<<<<<<100<0
Grade 5 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students34845016268963113792558
Female39874813208969113796594
Male288152193088581237895211
Black<<<<<<<<<100<0
Hispanic<<<<<100<0<<<<
White35855015268862123992538
Two or more races<<<<<100<0<100<0
Students with Disabilities4444156951434921684632
Economically Disadvantaged23765424188567152691659
Grade 6 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students11786822148065209797021
Female108070201583681710857415
Male11776623137763238756825
Asian<100<0<100<0
Black<<<<<<<<<<<<
Hispanic<<<<<<<<<<<<
White10796821168165198797121
Two or more races<<<<<<<<<<<<
Students with Disabilities6393361103424668332567
Economically Disadvantaged375732557570257706430
English Learners<<<<<100<0
Grade 7 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students177256281972532813625038
Female207353272176552413736027
Male137259281768513212534147
Black<100<0<<<<<<<<
Hispanic<100<0<<<<-404060
White177254281973532714634937
Two or more races<<<<<<<<<100<0
Students with Disabilities-3232688191181-212179
Economically Disadvantaged10594941116353376494351
English Learners<100<0<<<<<<<<
Grade 8 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students983741747975211717029
Female118978112858315-717129
Male777712377467261717029
Black<<<<<100<0<100<0
Hispanic20907010<100<0<<<<
White982731857873221707030
Two or more races<100<0<100<0<<<<
Students with Disabilities-2222785322768-232378
Economically Disadvantaged98475165726828-686832
Algebra I Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students975662598678146787222
Female1381671911918096807420
Male468643278276186767024
American Indian<<<<
Asian<100<0<100<0
Black-707030-93937<<<<
Hispanic<<<<-777723-404060
White10746526108676147807320
Two or more races<<<<<100<0<<<<
Students with Disabilities4353165-404060-474753
Economically Disadvantaged766603437774234615839
English Learners<100<0<<<<<<<<
Geometry Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students198263182190691014735827
Female22815919229270815756025
Male148268182088671214705630
Asian<<<<<100<0
Black8857715<<<<-717129
Hispanic<<<<<<<<7504350
Native Hawaiian<100<0<100<0
White20826218239169917745726
Two or more races<100<0<<<<<<<<
Students with Disabilities-333367-585842<<<<
Economically Disadvantaged7726628128068204514649
English Learners<<<<<<<<<<<<
Algebra II Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students3396634399556535875213
Female2496714429755336885212
Male4496534359357734855115
Asian<100<0<100<0<100<0
Black<100<0<100<0<<<<
Hispanic<100<0<100<0<100<0
White3396634389557537864914
Two or more races<<<<<<<<<100<0
Students with Disabilities<100<0<<<<<<<<
Economically Disadvantaged22906810238461162593687
English Learners<100<0<100<0<100<0
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Science

Science Performance: All Students

Virginia public school students are assessed in science in grades 5 and 8 and at the end of the following secondary courses: Earth Science, Biology, and Chemistry. Before 2014, students also were assessed in science in grade 4. Use the drop down menu above the chart to select results for a specific science test. Use the menu below the chart to select assessment results for a specific group of students.

Virginia’s Science Standards of Learning identify academic content for essential components of the science curriculum at different grade levels. Standards are identified for kindergarten through grade five, for middle school, and for a core set of high school courses — Earth Science, Biology, Chemistry, and Physics. Throughout a student’s science schooling from kindergarten through grade six, content strands, or topics are included. The Standards of Learning in each strand progress in complexity as they are studied at various grade levels in grades K-6, and are represented indirectly throughout the high school courses.

Recently retired SOL tests representative of the content and skills included in current SOL tests are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.

Overall Student Performance: Science Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students158469161884661619836417
Female118473161686701418826418
Male198465162183621719856515
American Indian<<<<<<<<<100<0
Asian4090501064100360<100<0
Black-8181191488741210776723
Hispanic659534196354376585342
Native Hawaiian<100<0<100<0
White158570151885661520846416
Two or more races2189681118866814892858
Students with Disabilities542375864236589423358
Economically Disadvantaged6736627872642811746326
English Learners<<<<-4040607362964
Grade 5 Science Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students208464162984551625886313
Female168266182184621624886312
Male238562153584491625876213
Black<<<<<<<<<<<<
Hispanic<<<<<<<<<<<<
White218564152884571627886112
Two or more races<<<<<100<0<100<0
Students with Disabilities44642541147365322634137
Economically Disadvantaged127563251878602214867114
Grade 8 Science Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students9817219676712410766524
Female8837417677712311675733
Male10807020676702410837317
Asian<100<0<100<0
Black<100<0<100<0<<<<
Hispanic-555545<<<<<<<<
White10827218677712310756625
Two or more races<100<0<<<<<100<0
Students with Disabilities5231877-3939613322968
Economically Disadvantaged4787422-6666347716429
English Learners<<<<<<<<<<<<
Biology Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students137966212089691124866214
Female8807220219171926876013
Male207859221886671422866414
American Indian<<<<<100<0
Asian<<<<<100<0<100<0
Black<<<<139380730906010
Hispanic<<<<<<<<-636338
White138168192089681127876013
Two or more races<100<0<100<0<100<0
Students with Disabilities844365612534147-262674
Economically Disadvantaged16463361177662312675533
English Learners<<<<<<<<<<<<
Chemistry Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students239572530986822594696
Female159681420977732195735
Male319564544985522993647
Asian<100<0<100<0<100<0
Black<100<0<100<0<<<<
Hispanic<<<<<100<0<100<0
White239673428987022595695
Two or more races<100<0<<<<<<<<
Students with Disabilities<100<0<100<0<<<<
Economically Disadvantaged7867914138875132795685
Earth Science Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students128472161280682011766524
Female10837417118070209746626
Male148571151380672014786422
American Indian<<<<
Asian<100<0<100<0
Black-8585158837517-606040
Hispanic<<<<-535347<<<<
Native Hawaiian<100<0<100<0
White138572151381681913786522
Two or more races<<<<<<<<<<<<
Students with Disabilities4423858-2929715413659
Economically Disadvantaged665603516766335635837
English Learners<100<0<<<<<<<<
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

History

History Performance: All Students

Virginia public school students are assessed in history and social science following instruction in Virginia Studies in elementary school, Civics and Economics in middle school, and at the conclusion of the following secondary courses: World History and Geography to 1500, World History and Geography 1500 to the Present, World Geography, and Virginia and U.S. History. Use the drop down menu above the chart to select a specific history or social science test. Use the menu below the chart to select assessment results for a specific group of students.

Virginia’s History and Social Science Standards of Learning are designed to

  • develop the knowledge and skills of history, geography, civics, and economics that enable students to place the people, ideas, and events that have shaped our state and our nation in perspective;
  • instill in students a thoughtful pride in the history of America through an understanding that what “We the People of the United States” launched more than two centuries ago was not a perfect union, but a continual effort to build a “more perfect” union, one which has become the world’s most successful example of constitutional self-government;
  • enable students to understand the basic values, principles, and operation of American constitutional democracy;
  • prepare students for informed, responsible, and participatory citizenship;
  • develop students’ skills in debate, discussion, and writing; and
  • provide students with a framework for continuing education in history and the social sciences.

Recently retired SOL tests representative of the content and skills included in current SOL tests are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.

Overall Student Performance: History Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students238260182681551925825718
Female198162192380572022815919
Male268458163083531728835517
American Indian<<<<<<<<<100<0
Asian701003004591459<<<<
Black218664141674582612766424
Hispanic56055401863453719725328
Native Hawaiian<100<0<100<0
White238360172782551826835617
Two or more races1792758138875137837617
Students with Disabilities642365874538557494251
Economically Disadvantaged137259281572562813736027
English Learners-5050501531156917614339
VA & US History Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students167963212183621724886412
Female137461261583681722906810
Male208565152983541726866014
Asian<100<0<<<<<<<<
Black20806020<<<<19816319
Hispanic<<<<20604040<<<<
White158065202284621625896411
Two or more races30906010<100<0<<<<
Students with Disabilities-32326864439568504250
Economically Disadvantaged11665534671652912816919
English Learners<<<<<<<<<<<<
World History I Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students147864221080692011746326
Female12816919127866228716329
Male16745826881731915786322
Asian<100<0<100<0
Black<100<0<100<0<<<<
Hispanic-464654<<<<<<<<
White157963211179682112756425
Two or more races<100<0<100<0<<<<
Students with Disabilities4322968-4040603343166
Economically Disadvantaged973642736663346696331
English Learners<<<<<<<<<<<<
World History II Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students308556152875472524805620
Female268458162471472921755525
Male338653143480472028865814
Asian<100<0<100<0
Black2385621523623838-646436
Hispanic<<<<14645036<<<<
Native Hawaiian<100<0<100<0
White308555153077472326815519
Two or more races<100<0<<<<<<<<
Students with Disabilities85446467211479<<<<
Economically Disadvantaged157156291560454011716129
English Learners<<<<<<<<<<<<
Geography Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students8675833539541566100340
Female<<<<4110059064100360
Male<<<<7188171369100310
Hispanic<<<<<100<0<100<0
White<<<<569438673100270
Students with Disabilities<100<0<<<<
Economically Disadvantaged<<<<<<<<<100<0
English Learners<100<0<100<0
Civics & Econ Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students248663142784571631804920
Female238562152884561631815119
Male258863122784571631794921
Black<100<0<<<<<<<<
Hispanic<100<0<<<<20604040
White248561152885571533824918
Two or more races<100<0<100<0<<<<
Students with Disabilities-414159-464654-353565
Economically Disadvantaged148066201479652116675133
English Learners<100<0<<<<<<<<
VA Studies Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students298455163685491527845816
Female238359173180492020836217
Male348551154190491032865414
American Indian<100<0<100<0
Black<<<<<<<<<100<0
Hispanic<<<<<<<<17755825
White308555153687511328845616
Two or more races<<<<<<<<<<<<
Students with Disabilities9423358145743433595641
Economically Disadvantaged157459263080512014786422
English Learners<100<0<<<<<<<<
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Percent of Kindergarten Students Meeting Literacy Benchmarks

All Kindergartners

Elementary schools use Virginia Department of Education-approved diagnostic assessments to measure children’s knowledge of the following literacy fundamentals: phonological awareness, alphabet recognition, concept of word, knowledge of letter sounds and spelling. These assessments provide a direct means of matching literacy instruction to specific literacy needs and provide a means of identifying children who are behind in their acquisition of these skills and therefore eligible for services through the commonwealth’s Early Intervention Reading Initiative.

 

2014-20152015-20162016-2017
Percent of Kindergarten Students Meeting Literacy BenchmarksDivision: 89.13 State: 90.38Division: State:Division: State:

Number of recently arrived English language learners exempted from state reading assessments

2015-20162016-20172017-2018
State000
Division000
Number of recently arrived English language learners exempted from state reading assessments

Enrollment

Fall Membership by Grade

Grade2015-20162016-20172017-2018
Pre-kindergarten527266
Kindergarten161177181
Grade 1189175172
Grade 2211190184
Grade 3224208191
Grade 4186226217
Grade 5194191232
Grade 6214204194
Grade 7199224208
Grade 8174201218
Grade 9266229259
Grade 10252265217
Grade 11245263260
Grade 12249219231
Post Graduate002
Total Students2,8162,8442,832
Fall Membership by Grade
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Fall Membership by Subgroup

2017 Fall Membership By Subgroup: Racial and Ethnic Groups

The Virginia Department of Education annually collects statistics on the number of students enrolled in public schools on September 30.  Student counts are reported by grade assignment, race, ethnicity, disability, English proficiency, and economic status.

The collection of race and ethnicity information as specified by the U.S. Department of Education is required for eligibility for federal education funds and for accountability reports.

A student is reported as economically disadvantaged if he or she meets any one of the following criteria:

  • Is eligible for Free/Reduced Meals;
  • Receives Temporary Assistance for Needy Families;
  • Is eligible for Medicaid; or
  • Is a migrant or is experiencing homelessness.

.

Fall Membership by Subgroup
Subgroup2015-20162016-20172017-2018
All Students281628442832
Female137813931382
Male143814511450
American Indian998
Asian221814
Black929994
Hispanic104114122
White251625072487
Two or more races7395103
Students with Disabilities352402409
Not Students with Disabilities246424422423
Economically Disadvantaged127011051283
Not Economically Disadvantaged154617391549
English Learners374751
Not English Learners277927972781
Homeless312
Military Connected112624
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

College & Career Readiness

Diplomas and Completion

Class of 2017: All Students

Division

State

Most Virginia students earn either an Advanced Studies Diploma or a Standard Diploma.

To graduate with an Advanced Studies Diploma, a student must earn at least 26 standard units of credit by passing required courses and electives and at least nine verified units of credit by passing Standards of Learning end-of-course assessments in English, mathematics, science and history. Students who entered the ninth grade in 2013-2014 and afterwards must also successfully complete one virtual course.

To graduate with a Standard Diploma, a student must earn at least 22 standard units of credit by passing required courses and electives, and earn at least six verified credits by passing end-of-course SOL tests or other assessments approved by the Board of Education. Students who entered the ninth grade in 2013-2014 and afterwards must earn a board-approved career and technical education credential to graduate and successfully complete one virtual course.

The Applied Studies Diploma and Modified Standard Diploma are available for certain students with disabilities. To reduce the likelihood of division-level pie charts being suppressed to protect student privacy, these diplomas are combined with Standard Diplomas in the pie chart as “Standard and Other Diplomas.” 

Status of the Students in the 2016-2017 Cohort
Student SubgroupTypeAdvanced DiplomasStandard DiplomasOther DiplomasGED'sDropoutsOther Non-Graduates
All StudentsDivision11110084171
State4978334421271095754971970
FemaleDivision62582060
State27214152009363331873681
MaleDivision494264111
State2256919221177462436241289
AsianDivision<<<<0<
State45731128821711553
BlackDivision261001
State79241059810702201500850
HispanicDivision<<<<<<
State47504926292891961258
WhiteDivision988674160
State299871610611585831716708
Two or more racesDivision<<<<0<
State23641473934417494
Students with DisabilitiesDivision298160
State1022603527101341172104
Economically DisadvantagedDivision133330120
State959515820159442926401138
English LearnersDivision<<<<0<
State1518329526534162581
Foster CareDivision<<<<0<
State4413725104724
Military ConnectedDivision<<<<0<
State175295542122029
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Four-Year Virginia On-Time Graduation Rate

On-Time Graduation Rate Over Time

All Students

The Virginia On-Time Graduation Rate is based on four years of longitudinal student-level data and accounts for student mobility, changes in student enrollment, and local decisions on the promotion and retention of students. The formula also recognizes that some students with disabilities and English learners are allowed more than the standard four years to earn a diploma and are still counted as “on-time” graduates.

Graduates are defined as students who earn an Advanced Studies Diploma, Standard Diploma, Modified Standard Diploma, or Applied Studies Diploma. On-time graduates are students who earn one of these diplomas within four years of entering the ninth grade. Special education students and English learners who have plans in place that allow them more time to graduate are counted as on-time graduates or as non-graduates when they earn a diploma or otherwise exit high school.

Status of Students After Four Years of High School
Students SubgroupStudents in CohortGraduatesOn-Time Graduation RateCompletersCompletion RateCohort DropoutsCohort Dropout Rate
All Students24121990.922392.5177.1
Female12812295.312295.364.7
Male1139785.810189.4119.7
Asian0<100<10000
Black1099099000
Hispanic0<<<<<<
White21119190.519592.4167.6
Two or more races0<100<10000
Students with Disabilities261973.12076.9623.1
Economically Disadvantaged614980.34980.31219.7
English Learners0<100<10000
Foster Care0<100<10000
Military Connected0<100<10000
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Gap Group 1 = Students with Disabilities, English Language Learners, Economically Disadvantaged Students (unduplicated)
Gap Group 2 = Black Students
Gap Group 3 = Hispanic Students
Unduplicated = Students are able to be in two gap groups

Advanced Program Information: Number and Percentage of Students Enrolled in Advanced Programs

Advanced Program Information
Count/Percentage
Program Type2014-20152015-20162016-2017
Advanced Placement Test Taken74 / 7.42% -53 / 5.43%
Advanced Placement Course Enrollment74 / 7.42% -159 / 16.29%
Dual Enrollment79 / 7.92%99 / 9.78%133 / 13.63%
Governor’s School Enrollment - - -
IB Course Enrollment - - -
Senior Enrolled in IB Program - - -
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Postsecondary Enrollment

2014-2015 Postsecondary Enrollment: All Students

Postsecondary enrollment reports show the number and percent of Virginia high school graduates who enrolled in an institution of higher education within sixteen months of graduating from high school. In keeping with federal reporting requirements, postsecondary enrollment reports only include students who earned an Advanced Studies Diploma, International Baccalaureate Diploma or Standard Diploma; students who earned other Virginia Board of Education-approved diplomas are not counted as graduates in the calculation. Reports are available at the state, division and school levels for all students and for student subgroups.

The data represent the best available estimates at this time of postsecondary enrollment. There is currently no definitive source of all postsecondary enrollment records by state, division or school. Virginia Department of Education and external researchers have determined that the best available estimates contained in the postsecondary enrollment reports are likely underestimates, but capture at least 88 percent of Virginia public high school graduates’ postsecondary enrollments.

2014-2015 FGI cohort year (students entering high school in 2011)
Total number of students in the cohort earning a federally recognized high school diplomaStudents who enrolled in any Institution of Higher Education (IHE) within 16 months of earning a federally recognized high school diploma
TypeTotalTotal HERemaining Percent
All StudentsDivision21914434
State800275758028
FemaleDivision1148525
State404623112723
MaleDivision1055944
State395652645333
American IndianDivision0<100
State25416535
AsianDivision0<100
State5267459213
BlackDivision10<100
State171681128234
HispanicDivision0<100
State8078522135
WhiteDivision19112435
State457593374926
Two or more racesDivision0<100
State3387249826
Students with DisabilitiesDivision0<100
State5663303146
Economically DisadvantagedDivision612756
State224071294742
English LearnersDivision0<100
State5212340435
LEGEND < = A group below state definition for personally identifiable results. - = no data available for that group This report provides the best available estimates about college enrollment according to the National Student Clearinghouse. For more information, see the answers to Frequently Asked Questions about this report at: http://www.doe.virginia.gov/school_finance/arra/stabilization/reported_data/assurance_c/faq_c11.pdf. Students who attended schools that do not participate in NSC are not included in the number or percent of students enrolled in an IHE. Federally recognized high school diplomas include Standard, Advanced Studies, or International Baccalaureate (IB) diplomas. Most subgroups are based on students' most recent status.

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

Virginia’s 16 career clusters help students investigate careers and design a rigorous and relevant plan of study to advance their career goals. Each career cluster contains multiple pathways that represent a common set of academic, technical and work-place skills. Career pathways lead to credentials that qualify students for a range of career opportunities from entry to professional level. A credential is defined as:

  • State-Issued Professional License, required for entry into a specific occupation as determined by a Virginia state licensing agency;
  • Full Industry Certification, from a recognized industry, trade, or professional association validating essential skills of a particular occupation;
  • Pathway Industry Certification, which may consist of entry-level exams as a component of a suite of exams in an industry certification program leading toward full certification; or
  • Occupational competency assessment, a national standardized assessment of skills/knowledge in a specific career and/or technical area, (NOCTI).

Virginia defines a CTE completer as a student who has met the requirements for a career and technical concentration and all requirements for high school graduation or an approved alternative education program.

Career and Technical Education
Count
2014-20152015-20162016-2017
NOCTI AssessmentsDivision293046
 State397141393623
State LicensuresDivision789
 State167317901964
Industry CertificationDivision5951201
 State89541100544109590
Workplace ReadinessDivision885087
 State336653077542313
Total Credentials EarnedDivision183139343
 State128850137248157490
Students Earning One or More CredentialsDivision159125274
 State104867109089126113
CTE CompletersDivision122127131
 State392914240440516
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Advanced Placement Participation and Achievement

AP Achievement
2013-2014
Number of Test TakersNumber of Tests TakenNumber of Tests with Qualifying ScoresPercentage of Tests Passed
All Students11024722089.1%
2014-2015
Number of Test TakersNumber of Tests TakenNumber of Tests with Qualifying ScoresPercentage of Tests Passed
All Students12624221287.6%
2015-2016
Number of Test TakersNumber of Tests TakenNumber of Tests with Qualifying ScoresPercentage of Tests Passed
All Students13925822687.6%
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

School Finance

Percentage of Expenditures

Division Expenditures

Multiple factors should be considered when comparing the level of school division expenditures for instruction and expenditures for non-instructional costs, such as administration, health services and pupil transportation. These factors include economies of scale, geographic size, and the number of students requiring special services. For example:

  • Smaller school divisions may have similar administrative and support costs as larger divisions but these non-instructional costs are spread over a smaller expenditure base.
  • Geographically large but sparsely populated school divisions may have higher per-pupil transportation costs because of travel distances and mountainous topography.
  • Divisions with large populations of at-risk or special needs students must provide support services that are required or that raise student achievement.
School Division - Percentage of Expenditures
 2013-20142014-20152015-2016
Percentage of fiscal year division
operating expenditures for instructional costs
65.164.365.7

Statewide Expenditures

The state Board of Education prescribes the following major classifications for expenditures of school funds: instruction; administration, attendance and health; pupil transportation; operation and maintenance; school food services and other non-instructional operations; facilities, debt and fund transfers; technology; and contingency reserves.

Instructional costs include the salaries and benefits paid to teachers, teacher aides, principals, assistant principals, librarians, and guidance counselors; expenditures for textbooks; and expenditures for students to participate in regional and virtual instructional programs.

School State - Percentage of Expenditures
 2013-20142014-20152015-2016
Percentage of fiscal year state
operating expenditures for instructional costs
66.867.166.9

Sources of Financial Support and Total Per Pupil Expenditures for Operations

Division Per-Pupil Spending

School divisions report annually on expenditures and appropriations to meet each locality’s required local effort in support of the Standards of Quality and local match requirements for incentive and lottery-funded programs. The amount by which school divisions exceed these required minimums varies based on local decisions and circumstances.

Most state support for public education is equalized to reflect each division’s capacity to support the required educational program. The Composite Index of Local Ability-to-Pay determines state and local shares of Standards of Quality costs for each division and local match requirements for incentive and lottery-funded programs. A portion of state sales tax revenues is distributed in support of public education based on school-age population estimates.

The federal government provides assistance to state and local education agencies in support of specific federal initiatives and mandates, such as instructional services for economically disadvantaged students and students with disabilities.

School Division - Per-Pupil Spending
 Local FundingStateFederal
2013-20145,282.004,379.00955.00
2014-20155,481.005,144.00728.00
2015-20165,049.005,202.00841.00

Statewide Per-Pupil Spending

The apportionment of the state funds for public education is the responsibility of the General Assembly, through the Appropriations Act. General fund appropriations serve as the mainstay of state support for the commonwealth’s public schools, augmented by retail sales and use tax revenues, state lottery proceeds, and other sources.

Counties, cities and towns comprising school divisions also support public education by providing the locality’s share to maintain an educational program meeting the commonwealth’s Standards of Quality and local match requirements for incentive and lottery-funded programs. .

While public education is primarily a state and local responsibility, the federal government provides assistance to state and local education agencies in support of specific federal initiatives and mandates.

 

State - Per-Pupil Spending
 Local FundingStateFederal
2013-20145,823.004,634.00784.00
2014-20155,950.004,802.00771.00
2015-20166,101.004,831.00812.00

Learning Climate

Percent of Students Absent

Percent of Students Absent 2016-2017 School Year:

Daily attendance is critical to success in school. A student is considered chronically absent if he or she misses two or more instructional days per month (18 days, or 10 percent of a 180-day school year) regardless of whether the absences are excused or unexcused. According to the U.S. Department of Education:

  • Children who are chronically absent in preschool, kindergarten, and first grade are much less likely to read on grade level by the third grade.
  • Students who can’t read at grade level by the third grade are four times more likely to drop out of high school.
  • By high school, regular attendance is a better dropout indicator than test scores.
  • A student who is chronically absent in any year between the eighth and twelfth grade is seven times more likely to drop out of school.
Absenteeism by Subgroup
2013-20142014-20152015-20162016-2017
Subgroup0%-10%10%-15%15%-20%20+%0%-10%10%-15%15%-20%20+%0%-10%10%-15%15%-20%20+%0%-10%10%-15%15%-20%20+%
All Students2394262851222361271117151235327487156241026196132
Female11461254050114814059591140137458111751324564
Male12481374572121313158921213137427512351295168
American Indian91101010000008110
Asian19000200002210117000
Black927538685880113586638
Hispanic73123278138484968901676
Native Hawaiian000000000000
White2139234751132109240100133210124075138211922982116
Two or more races618145794659113488832
Students with Disabilities287331323304322427331311230330312123
Economically Disadvantaged997168567398617981951007152541089561405789
English Learners27411314303423035921
Homeless80252120661160000
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Attendance Rate

Attendance Rate: All Students

The attendance rate equals “average daily attendance” divided by “average daily membership.” Average daily attendance is the aggregate number of days of attendance of all students during a school year divided by the number of days school is in session during the year. Average daily membership is the aggregate number of days of membership of all students during a school year divided by the number of days school is in session during the year.

Attendance Rate
Subgroup2014-20152015-20162016-2017
All Students93.9793.7893.8
Female94.1393.7193.93
Male93.8293.8493.68
American Indian94.995.2494.54
Asian97.1796.6597.4
Black93.5893.9493.34
Hispanic93.5992.6292.49
Native Hawaiian96.0995.43
White93.9993.7993.83
Two or more races93.4393.6194.43
Students with Disabilities92.8593.1192.88
Economically Disadvantaged92.6292.3292.22
English Learners95.0394.4693.28
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Standards of Accreditation (SOA) Offenses Data

2016-2017 Offenses
 Number of Offenses
Alcohol, Tobacco, and Other Drug Offenses20
Technology Offenses<
Offenses Against Student21
Weapons Offenses<
Property Offenses<
Other Offenses Against Persons50
Disorderly or Disruptive Behavior Offenses51
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Short Term Suspensions

Short Term Suspensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time.

A short-term suspension (10 days of less) may be imposed by a principal, an assistant principal, or a designee teacher in the principal’s absence. The principal or assistant principal must tell the student of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his version of what occurred. Notice to the parent may be oral or written, depending on local school board policy, and must include information on the length of the suspension, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired.  A parent may ask for a short-term suspension decision to be reviewed by the superintendent or his designee. Local school board policy will determine whether the superintendent’s decision is final or can be appealed to the local school board. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.

Short Term Suspensions
 2014-20152015-20162016-2017
Subgroup% Population% Short Term Suspensions% Population% Short Term Suspensions% Population% Short Term Suspensions
American Indian0.390.810.320.316
Asian0.7080.7810.840.6330.95
Black3.7187.323.2673.363.4816.67
Hispanic3.3291.633.6933.364.0080.95
Native Hawaiian0.0350.07
White89.34185.3789.34792.4488.1590.48
Two or more races2.4794.882.5923.340.95
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Long Term Suspensions

Long Term Supensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time.

A long-term suspension (more than 10 school days and less than 365 calendar days)  is usually imposed by a disciplinary hearing officer upon recommendation of a principal. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred. Notice to the parent (and child) must be in writing and must include information on the length of and reason for the suspension, the right to a hearing in accordance with local school board policy, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired or to attend an appropriate alternative education program approved by the school board during the suspension or after the suspension period expires. Costs for any community-based educational programs or alternative programs that are not part of the program offered by the school division are the financial responsibility of the parent. A parent has the right to appeal a long-term suspension decision in accordance with local school board policy. The appeal may first go to the local superintendent or his or her designee or to a sub-committee of the local school board; final appeal is to the full school board. The appeal must be decided by the school board within 30 days. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.

Long Term Suspensions
 2014-20152015-20162016-2017
Subgroup% Population% Long Term Suspensions% Population% Long Term Suspensions% Population% Long Term Suspensions
American Indian0.390.320.316
Asian0.7080.7810.633
Black3.7183.2673.481
Hispanic3.3293.6934.008
Native Hawaiian0.0350.07
White89.34110089.34788.15
Two or more races2.4792.5923.34
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Expulsions

Expulsions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time.

An expulsion (removal from school for 365 calendar days) may only be imposed by a local school board. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred.  The parent (and child) must be noticed in writing of the proposed expulsion, the reasons the expulsion is being proposed, and of the right to a hearing before the school board or a sub-committee of the school board, depending on local policy. If the student is expelled, the parent is sent a written notification of the length of the expulsion and information on the availability of community-based educational, training, and intervention programs. The notice must state whether the student is eligible to return to regular school or to attend an approved alternative education program or an adult education program offered during or after the period of expulsion. The student may apply for readmission to be effective one calendar year from the date of his or her expulsion. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.

Expulsions
 2014-20152015-20162016-2017
Subgroup% Population% Expulsions% Population% Expulsions% Population% Expulsions
American Indian0.390.320.316
Asian0.7080.7810.633
Black3.7183.2673.481
Hispanic3.3293.6934.008
Native Hawaiian0.0350.07
White89.34189.34788.15
Two or more races2.4792.5923.34
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Free and Reduced Meal Eligibility

Free and Reduced Meal Eligibility:

School divisions that choose to take part in the National School Lunch Program get cash subsidies and donated commodities from the U.S. Department of Agriculture for each meal they serve. In return, they must serve lunches that meet Federal requirements, and they must offer free or reduced-price lunches to eligible children. The School Breakfast Program operates by supporting breakfasts in the same manner as the National School Lunch Program.

 

At the beginning of each school year, letters and meal applications are distributed to households of children attending school. This letter informs households that school nutrition programs are available and that free and reduced-price meals are available based on income criteria. Applications have been eliminated totally in divisions that implement the community eligibility provision for all schools within the division.

Children from families with incomes at or below 130 percent of the poverty level are eligible for free meals. Those between 130 percent and 185 percent of the poverty level are eligible for reduced-price meals, for which students can be charged no more than 40 cents for lunch and 30 cents for breakfast. All other students pay the full price for meals.

See the Virginia Department of Education website for more information about school nutrition programs.

Free and Reduced Meal Eligibility
 2014-20152015-20162016-2017
 PercentagePercentagePercentage
All Students43.2642.9940.39
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Free and Reduced Breakfast Participation of Eligible Students

Free and Reduced Breakfast Participation of Eligible Students :

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Breakfast Program. The School Breakfast Program is a federally assisted meal program that provides nutritious breakfast meals to students. The Virginia Department of Education administers the program at the state level and school divisions administer the program at the local level.

Participation in the School Breakfast Program has been linked increased achievement, reduced absenteeism and tardiness, fewer disciplinary problems, and better student health.

Breakfast menus must provide one-fourth of the daily recommended levels for protein, calcium, iron, Vitamin A, Vitamin C and calories. Participating schools must serve breakfasts that meet Federal nutrition standards – one quarter of daily recommended levels of protein, calcium, iron, vitamins A and C and calories – and must provide free and reduced-price breakfasts to eligible children.

The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.

 

Free and Reduced Breakfast Participation
 2014-20152015-20162016-2017
 PercentagePercentagePercentage
All Students34.1529.8832.23
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Lunch Program.

School divisions that take part in the National School Lunch Program get cash subsidies and donated food items from the U.S. Department of Agriculture for each meal served. In return, schools must serve lunches that meet federal requirements, and must offer free or reduced-price lunches to eligible children.

Studies show that well-nourished students are better learners. The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.

 

Free and Reduced Lunch Participation
 2014-20152015-20162016-2017
 PercentagePercentagePercentage
All Students73.1570.870.74
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Teacher Quality

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Student-Teacher Ratio

2015-2016 Grades K-7 Student Teacher Ratio: 11.73 : 1

student ratio iconstudent ratio iconstudent ratio iconstudent ratio iconstudent ratio iconstudent ratio iconstudent ratio iconstudent ratio iconstudent ratio iconstudent ratio iconstudent ratio iconstudent ratio icon

2015-2016 Grades 8-12 Student Teacher Ratio: 11.27 : 1

student ratio iconstudent ratio iconstudent ratio iconstudent ratio iconstudent ratio iconstudent ratio iconstudent ratio iconstudent ratio iconstudent ratio iconstudent ratio iconstudent ratio iconstudent ratio icon

Provisionally Licensed Teachers

Provisionally Licensed Teachers
 2015-20162016-2017
Provisional6%3%
Provisional Special Education2%2%
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

This table reports the percentage of teachers teaching with provisional or provisional special education credentials.

Percentage of Core Academic Classes Taught by Teachers Not Meeting the Federal Definition of Highly Qualified

Percentage of Core Academic Classes Taught by Teachers Not Meeting the Federal Definition of Highly Qualified
 2014-20152015-20162016-2017
Division
All Schools---
High Poverty---
Low Poverty---
State
All Schools100%1%1%
High Poverty100%2%2%
Low Poverty100%1%1%
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

This table provides data on the percentage of classes not taught by teachers meeting the federal definition of highly qualified.

Federal education law defines a highly qualified teacher as a teacher who is fully licensed by the state, has at least a bachelor’s degree, has demonstrated competency in each subject taught, and is teaching in his or her area of endorsement.

Virginia’s licensure regulations – which emphasize content knowledge as well as pedagogy – require new teachers to far exceed the federal highly qualified standard.

Teacher Educational Attainment

Teacher Educational Attainment: 2016-2017

The Virginia Department of Education reports annually on the percentage of teachers with bachelor’s, master’s, or doctorate degrees in schools, school divisions, and the state by highest degree earned.

Teacher Educational Attainment
 Bachelor's DegreeMaster's DegreeDoctoral DegreeOther
2014-201542%55%2%1%
2015-201644%53%1%2%
2016-201744%53%1%2%
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
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